Exploring the Secret of Successful University Brands

2014 ◽  
pp. 94-108
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Higher Education Marketing ◽  
Ongoing Research ◽  
Academic History ◽  
Significant Relationships ◽  
Education Marketing ◽  
Primary Focus ◽  
Qualitative Exploration ◽  
University Brand

This chapter contributes to the topical area of higher education marketing by exploring how branding adds value to universities. The primary focus of exploring branding concepts associated with successful higher education brands in a UK context was chosen for this work with a view to later comparison with other countries such as the United States, where branding of universities has a longer practical and academic history. The concept of “successful” brands was explored through the extant literature, and the subsequent research identified constructs underpinning a successful university brand. These constructs were then tested among a larger sample of UK university stakeholders. The findings explored the variables associated with successful university brands and suggested significant relationships among these variables. A further stage involved qualitative exploration of current perceptions and practices in HE branding, designed to maintain currency and build ongoing research possibilities. Overall, the chapter offers suggestions for both academia and practice on what underpins a successful university brand, and the variables associated with these brands.

Exploring the Secret of Successful University Brands

2017 ◽  
pp. 288-303
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Higher Education Marketing ◽  
Ongoing Research ◽  
Academic History ◽  
Significant Relationships ◽  
Education Marketing ◽  
Primary Focus ◽  
Qualitative Exploration ◽  
University Brand

This chapter contributes to the topical area of higher education marketing by exploring how branding adds value to universities. The primary focus of exploring branding concepts associated with successful higher education brands in a UK context was chosen for this work with a view to later comparison with other countries such as the United States, where branding of universities has a longer practical and academic history. The concept of “successful” brands was explored through the extant literature, and the subsequent research identified constructs underpinning a successful university brand. These constructs were then tested among a larger sample of UK university stakeholders. The findings explored the variables associated with successful university brands and suggested significant relationships among these variables. A further stage involved qualitative exploration of current perceptions and practices in HE branding, designed to maintain currency and build ongoing research possibilities. Overall, the chapter offers suggestions for both academia and practice on what underpins a successful university brand, and the variables associated with these brands.

What is the Secret of Successful University Brands?

2012 ◽  
Vol 2 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Research Approach ◽  
Track Record ◽  
Significant Relationships ◽  
Initial Stage ◽  
The Uk ◽  
Larger Sample ◽  
Topical Area ◽  
University Brand

This paper examines branding and how the concept adds value to organizations beyond the usual focus of consumer product marketing. In particular, the focus of exploring branding conceptualizations associated with successful higher education brands in a UK context makes a contribution to a little researched but increasingly topical area. The UK focus was chosen for this initial stage with a view to later comparison with other markets such as the United States where branding of universities has a longer track record. The literature was examined and the concept of ‘successful’ brands explored. The research approach involved generating constructs to determine what underpins a successful university brand, and subsequently testing these among a larger sample of UK university ‘customers.’ Findings explore the variables that underpin successful university brands and significant relationships among these variables. Ultimately, the paper offers initial conclusions on what underpins a successful university brand and proposes variables associated with such brands.

What is the Secret of Successful University Brands?

2013 ◽  
pp. 1-14 ◽  
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Research Approach ◽  
Track Record ◽  
Significant Relationships ◽  
Initial Stage ◽  
The Uk ◽  
Larger Sample ◽  
Topical Area ◽  
University Brand

This paper examines branding and how the concept adds value to organizations beyond the usual focus of consumer product marketing. In particular, the focus of exploring branding conceptualizations associated with successful higher education brands in a UK context makes a contribution to a little researched but increasingly topical area. The UK focus was chosen for this initial stage with a view to later comparison with other markets such as the United States where branding of universities has a longer track record. The literature was examined and the concept of ‘successful’ brands explored. The research approach involved generating constructs to determine what underpins a successful university brand, and subsequently testing these among a larger sample of UK university ‘customers.’ Findings explore the variables that underpin successful university brands and significant relationships among these variables. Ultimately, the paper offers initial conclusions on what underpins a successful university brand and proposes variables associated with such brands.

scholarly journals Higher Education Marketing

2012 ◽  
Vol 2 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Efthymios Constantinides ◽  
Marc C. Zinck Stagno
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Marketing Channels ◽  
Online Marketing ◽  
Customer Engagement ◽  
Higher Education Marketing ◽  
Internet Applications ◽  
University Marketing ◽  
The Social ◽  
Education Marketing

The importance of the Internet as commercial platform is by now universally recognized, and businesses increasingly adopt online marketing channels at the cost of traditional ones. The social media, being second generation (Web 2.0) internet applications, allow interaction, one-to-one communication, customer engagement, and user generated content. The interest of higher education institutions in social media as part of the marketing toolkit is increasing, but little is known about the potential of these channels in higher education marketing strategies. Even less is known about the role of social media as influencers of future students in the choice of study and university. This article presents the results of a study identifying the role and importance of social media on the choice of future students for a study and university in comparison with the traditional university marketing channels in the Netherlands. The study identifies and describes three market segments among future students based on their use of the social media.

scholarly journals Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

2020 ◽  
Vol 5 ◽  
Author(s):  
Dimitri Molerov ◽  
Olga Zlatkin-Troitschanskaia ◽  
Marie-Theres Nagel ◽  
Sebastian Brückner ◽  
Susanne Schmidt ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
The United States ◽  
The Internet ◽  
Online Information ◽  
Special Role ◽  
Assessment Framework ◽  
Education Students ◽  
Ongoing Research ◽  
Preliminary Validation

Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

DIFFICULTIES AND BARRIERS FOR THE IMPLEMENTING OF MARKETING MODEL IN WROCLAW UNIVERSITY OF SCIENCE AND TECHNOLOGY

2018 ◽  
Vol 19 (1) ◽  
pp. 9-22
Author(s):  
Zbigniew Malara ◽  
Radosław Ryńca ◽  
Yasmin Ziaeian
Keyword(s):  
Higher Education ◽  
Science And Technology ◽  
Critical Role ◽  
Higher Education Marketing ◽  
Marketing Model ◽  
Marketing Models ◽  
Education Marketing ◽  
New Students

Higher education marketing plays a critical role in attracting new students. Buildin awareness and perception among potential students can effectively set the stage for targete recruiting efforts by the admissions team and communications programs by publi relations. Therefore, in this study will be focused on difficulties and barriers, which Wrocla University of Science and Technology faced them to implement the marketing models.

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